I was a top student in high school, but before that, I was just an average student who performed well academically alongside a group of other bright students in middle school. However, once I earned the title of “straight-A student” in high school, I worked extremely hard to maintain that status.
In the end, not only did I become the valedictorian of my high school, but I also received a full scholarship for my graduation studies in computer science.
Was my journey easy? Absolutely not. It demanded immense self-control and self-discipline. While my friends went out and enjoyed their time, I spent countless hours poring over my studies. Even when my family watched my favorite TV shows and movies, I chose to stay in my room, fully focused on my schoolwork.
Did my self-controlled choices, like skipping my favorite TV show or resisting the urge to hang out with friends, negatively impact my test performance the next day? Not at all.
According to the study papers given for week 6, The study “Self-Regulation & Self-Control Failure” by Muraven and Baumeister suggests that continuous self-control can drain our inner resources, leading to a dip in performance.
However, my experience doesn’t reflect that perspective. This scenario is considerably different from the examples presented in the paper, such as dieting or smoking.
“Finally, continuing self-control demands gradually deplete the inner resources available for self-control. Performance on tasks that require continual self-control, such as vigilance, is well documented as gradually deteriorating over time, consistent with the strength model.(Mark Muraven and Roy F. Baumeister, Pg. 256)”
What’s often overlooked in this discussion is how motivation plays a crucial role in sustaining self-control. My motivation to be a high-performing student significantly influenced my ability to exert self-control.
“Self-control strength” is directly proportional to “Motivation.”
“Although the motivation and strength models seem at first glance to be competing explanations, it is quite possible that motivation and strength interact to determine the outcome.” (Mark Muraven and Roy F. Baumeister, Pg. 255)”
If further research is needed, it should delve into what underpins motivation and “self-control strength.” For me, the answer lies in my solid identity as a top student. To uphold that reputation, I committed substantial effort and practiced a great deal of self-discipline.
James Clear’s book “Atomic Habits” discusses incorporating desired traits into your identity. When you wish to adopt an identity, envision yourself as that identity, which motivates you to work hard to maintain it. For example, if you are trying to quit smoking and someone offers you a puff, it’s better to say, “I don’t smoke” and firmly reject it rather than saying, “I’m trying to quit smoking.”
“The ultimate form of Intrinsic motivation is when the habit becomes a part of your identity. It’s one thing to say I’m the type of person who wants this. It’s something very different to say I’m the type of person who is this” - Atomic Habits book, chapter 2 - “How your Habits shape your Identity”
Was my “Self” regulated by this strong identity formation? I would say yes.
References
The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement - DOI:10.2298/PSI180202027D(2018, Vladimir, Rajka and Ivana)
